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Butterfly, We're Expecting You. By Libby Hathorn Teacher notes have been based on those supplied by the publisher. The full version is.
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The data points that drag schools down, the disciplinary actions, the truancy numbers, the failure rates, the call-outs, the walk-outs, the kick-outs. These students are telling us in every way they know how that our schools are not working for them. And they are exactly the young people from whom we need to be seeking advice about how to draw them back in. Similarly, the schools I met them in, which also remain unidentified to protect student privacy, are not the kinds that districts and traditional schools generally look to for exemplar practices.

These are the schools of second chance: an alternative school, a comprehensive GED program, and a high school in a secure juvenile detention facility. Their achievement and attainment data, while on the rise, are not topping the charts.

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Lessons emerging from students and educators in schools like these have much to contribute to the conversation about how to support and meaningfully engage students, and to provide students — particularly those struggling in our current schools — what they need to take flight. Each year like clockwork they leave. Spreading wet wings to wind and fleeing harsh climates for warmer environments. They arrive from long journeys, weary and weather-beaten. Settling on dew-dropped flowers and milkweed tended with care, they are greeted on their arrival.

The year-old described a gradual disengagement from his previous school. Academic struggle left to fester until any belief he had in his ability to succeed oozed out of the classroom, down the hallway, and into the stairwell, where it pooled around his feet in dice games. Eventually, and with no objection from staff, his father pulled him out of school. So I missed a whole year of school. Then my sister told me about this school she heard about.

I thought it was too good to be true. I came in with 7 credits.

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From three years. I was hanging with the wrong crowd, running the halls. And I got kicked out. She had been on the diploma track, but staff in the night program were encouraging her to get her GED. So I was like, maybe this is a wake-up call to go back to school and get my diploma. Hers was one of the few stories, among students I talked with, where a school had actually connected her, as opposed to leaving her to figure it out on her own. With a 3. But despite near permanent residence on the honor roll in his previous schools, he struggled with the level of challenge in his new school.

And the school, designed for higher achieving students from mostly higher achieving feeder schools, simply did not have robust, fail-safe supports in place for students who were not prepared for the level of rigor. They were awarded, they were praised. For the ones like me, who was considered like a trouble child — it was like we were floating in school.

No help. I had to. At the end of the year, when his dean pulled him in to tell him he would be held back again, the dean said nothing about the improvements John had made. An educational nomad, she drifted in and out of classrooms and schools. Her middling grades elicited neither praise nor concern, and her behavior, neither suspension nor commendation. Then she started slipping. I felt like school was unnecessary.

Butterfly, We're Expecting You! by Libby Hathorn and Lisa Stewart

There was just all this class time wasted. And I started not caring. I started not coming to school. I started not doing any work when I was in school.

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Until she got in a fight with another female student and a five-day suspension turned into an expulsion. And Goldie was out. For Noah, bright and beyond his years, this trip started just like the last two: through chain-link fencing and a series of metal detectors and buzzing doors that led into a juvenile detention center. Before getting locked up, Noah remembered, his school offered little to keep him in class.

One or two teachers serving students in multiple grades with work packets and maybe a computer program. If his previous school offered too little challenge to keep him engaged, these programs certainly fell short. With two years still to serve, Noah arrived at the new facility expecting more of the same. Educators in these settings know that the paths students travel to their doors are paved with struggle.

The principal at the secure facility and his team work to have supports in place day one. And everyone knows how to interact with and support that student. And once students enter, educators work to engage them in educational planning and goal-setting. During intake, staff also engage students in conversations about their goals beyond school, things that have worked and not worked for them, barriers to learning or attendance they might face that need to be addressed, and what supports they need.

When she entered the GED program, Goldie remembered, the counselor took her into her office. I just liked the way she spoke to me and how she handled certain things. They were just chill. They know your past. Educators in these schools recognize that what they do during these early stages with students is critical. Because, for a lot of them, coming back to school is such a big step. And because these schools take a less rigid approach to structure, they know that they have to support students to adapt and regulate themselves.

But we offer that level of freedom because we realize that our students are young adults. We need to focus on the character-building and gaining knowledge and not forcing them or controlling them. You need some help? Getting high and stuff. Or drop out. Goldie had grown accustomed to being kicked out and rejected by educators when she acted out. So this approach of pulling her closer really affected her.

But I just chose to do it anyway. We stop and ask why. Our job is to help give them strategies to deal with difficult situations.


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I felt loved. When I was going through it at home, having problems at home — I felt loved here. While educators are working to ensure that students are stabilized and feeling cared for, heard, and known, they are simultaneously focused on accelerating academic growth. So what might be accepted as regular teaching in other schools is going to be mediocre for us.

Because we have a shorter time. Like, for instance, I do probability and statistics. So we have to bridge those things.


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